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        Induction Book
            For ITT’s

  Address:     Chester Road, Loughton,
               Essex IG10 2LD
  Telephone:   020 8508 0404
  Fax:         020 8508 9301


Welcome to Davenant Foundation School         1

Mission Statement                             1

Essential Information                         2

New Teaching Staff                            2

Term Dates (2004-2005)                        3

School Day                                    3

General Induction Programme                   4

Guide to best practice - Procedures           5

Professional Expectations of all Staff        10

Some thoughts on Teaching and Learning        13

Guidelines on Classroom Management            14

Homework & presentation of work               18

Child Protection Procedures                   20

Abbreviations you will come across            21

NQT & GTP Induction Programme                 22

School Map                                    23

                              PAGE 1

                            SEPTEMBER 2004
                          DAVENANT FOUNDATION SCHOOL

                                     WELCOME TO
                              DAVENANT FOUNDATION SCHOOL

I am pleased to welcome you to the staff at Davenant. We are a School that is proud of our past
and sharply focused on the future. I am sure you will play a full part in shaping that future.

We are committed to high quality induction. Elaine Heaphy (Deputy Head) co-ordinates the
programme in partnership with Trevor Hounslow (Advanced Skills Teacher and Director of ITT),
who has particular responsibility for our NQT’s/GTP’s. You will meet them formally during the
first week of term.

This booklet should be read in conjunction with the Staff Handbook and the School Calendar.
They will be vital sources of information as you go through your first year at Davenant.

I wish you a very successful start.

Chris Seward

At Davenant we seek to grow in and reflect the love of God in all aspects of our community,
where all individuals, being nurtured in mind, body and spirit, will be prepared for their role in a
changing world.
                                  Nurturing mind, body and spirit

     To foster the full development of each member of our community

     To seek excellence in teaching and learning

     To encourage individual learning, personal responsibility and a commitment to the care
      and well-being of others within the school

     To build partnerships and teams that bring together students, staff, parents and
      members of the local community

     To develop links with the wider community, to value diversity and to foster a generosity
      of spirit towards others

     To maintain and enhance a safe and healthy environment that promotes pride and

                                             PAGE 1

                                          SEPTEMBER 2004
                      DAVENANT FOUNDATION SCHOOL

As a new member of staff you will need:

      Staff Handbook.
      Staff Induction booklet.
      A Departmental Handbook, including all departmental policies and the
       Departmental Development Plan
      A timetable / set lists / tutor group lists / planner / diary / appropriate
       keys (NOT ITT’s)
      School calendar

If you have not received any of the above, see your Head of Department as soon as

Headteacher:                   Chris Seward
Leadership Group:              Elaine Heaphy (Deputy HEADTEACHER)
                               Roy Taylor (Deputy HEADTEACHER)
                               David Paul (Assistant HEADTEACHER)
Bursar:                        John Barber
Director of Sport:             David Howe (Assistant HEADTEACHER)
School keeper:                 Michael Garwood

Address:                       Davenant Foundation School,
                               Chester Road,
                               Essex IG10 2LD
Telephone:                     020 8508 0404
Fax:                           020 8508 9301
Staff Absence Line :           020 8502 4173

                     Staff lists can be found in the Staff Handbook.

                         NEW STAFF FROM SEPTEMBER 2004

                NAME                         DEPARTMENT                INITIALS
        Mr Trevor Anderson                      Science                  TPA
         Mrs Janice Arben                   Cover Supervisor              JLA
         Ms Janine Bickers                      Science                  JNB
          Ms Susan Casey                        Science                   SEC
         Ms Patricia Davis                      English                  PAD
     Mrs Marylyn Greeengrass                Headteacher’s PA             MAG
        Mr George Ierotheou                      Maths                    GSI
    Mr Lennox Morris-Whitehead                  Science                  LMW
         Mrs Marie Strong                        Maths                   MJS
          Mrs Julie Taylor                 Teaching Assistant             JPT
      Miss Ginette Tomlinson                     Music                   GET
           Mr Greg Tyson                           PE                     GT
        Mrs Elizabeth Winter                       Art                   EAW

                                       PAGE 3

                                    SEPTEMBER 2004
                      DAVENANT FOUNDATION SCHOOL

                                      Term Dates
                              Academic Year 2004 – 2005

Christmas Term         Wednesday 1 September 2004 – Friday 17 December 2004
Half Term              Monday 25 October 2004 – Friday 29 October 2004

Easter Term            Wednesday 5 January 2004 – Friday 8 April 2005
Half Term              Monday 21 February 2005 – Friday 25 February 2005
Plus                   Good Friday (24 March 2005) and Easter Monday (28 March 2005)

Summer Term            Monday 25 April 2005 – Wednesday 27 July 2005
Half Term              Monday 30 May 2005 – Friday 3 June 2005
Plus                   May Bank Holiday 2nd May 2005

Non- Student days:
Wednesday 1st September 2004
Thursday 2nd September 2004
Tuesday 4th January 2005
Tuesday 29th March 2005

                                    THE SCHOOL DAY

The school day at Davenant is structured into five different lessons, each
approximately one hour long. Lunchtime is one hour long. There is also a twenty
minute break at 11.10am.

There is a buzzer which sounds at each of the times below. This indicates the beginning and
end of each registration, break and lesson.
The school day is structured as follows:

08.30          Years 7 – 11 allowed indoors
08.35          Warning Buzzer
08.40          Registration
08.45          Assembly/Tutor time
09.00          Warning Buzzer
09.05          Lesson 1
10.05          End of Lesson 1
10.10          Lesson 2
11.10          Break
11.25          Warning Buzzer
11.30          Lesson 3
12.30          Lunch
13.30          Warning Buzzer
13.35          Registration
13.40          Lesson 4
14.40          End of Lesson 4
14.45          Lesson 5
15.45          End of day

Be strict about adhering to these times
       Release classes on the bell
       Make sure your class is controlled when they leave the room.

                                        PAGE 4

                                     SEPTEMBER 2004
                      DAVENANT FOUNDATION SCHOOL

There will be regular meetings to which all new staff will be invited. These sessions will
be led by the Induction Tutor, Deputy Headteacher or by other colleagues with
appropriate responsibility for the areas under discussion. For details of these sessions,
see the Staff Inset Programme which will be published on the staff notice board.
These meetings will include discussion and relevant documents on:

Routine procedures / management structures              School Policies
Good practice in aspects of teaching and learning       Contact with Parents
Student Support System / Tutoring                       Achievement and Assessment
Aspects of learning support in the school               Lesson Observations Classroom
Management, Behaviour and Discipline.                   Performance Management

(NB: not in priority order, not exclusive, not exhaustive, not exhausting!!)

NQT and GTP provision will take place throughout the first year and will be
timetabled for Wednesday Period 3. Sessions will be provided by experienced
members of staff on a variety of professional issues.

                                         PAGE 5

                                      SEPTEMBER 2004
                      DAVENANT FOUNDATION SCHOOL


     The following guidelines were put together to help your entry into Davenant
     Foundation School and/or into the profession. They are NOT meant to be
definitive. For more comprehensive information please refer to the Staff Handbook
              and other information regarding expectations and policy.

See Staff Handbook


All colleagues are strongly advised to join a professional association. The Union
representatives in school will be pleased to give you further information about their
respective organisations:
NUT             Mr Peter Mahoney
NAS             Mr Paul Molloy
ATL             To be agreed
SHA             Mr Roy Taylor
UNISON          Mr Michael Garwood

Always carry a map of the school. These are available from the School Office and in
this booklet, but you are recommended to make a photocopy and keep the copy available.
A copy of your timetable would be useful, too!

When leaving the school during the normal hours of opening, ALWAYS sign out (and back
in) using the office signing out book in the School Reception. Permission needs to be
obtained from the Headteacher or Deputy Headteacher.

Leave the building by the nearest exit, which will be clearly marked. We recommend you
familiarize yourself with the location of this exit before you start teaching. Once
outside students line in Tutor groups on the hard surface near the school fields. Please
count the students present and call a register. Notify a senior teacher if you have any
concerns. All staff without Tutor groups should report to Mrs Brown once outside.
Location of Fire Drill Policy: Staff Handbook

                                        PAGE 6

                                     SEPTEMBER 2004

- Keys to classrooms (make sure you have them – see your Head of Department)
- Lock doors and storerooms at the end of every lesson.
- Take care of keys – do not entrust them to students at any time – keys are your
- Turn off lights when leaving the room
- If you do not have a key – see someone who does – DO NOT LEAVE ROOMS

If you require repairs to your room, you should inform your Head of Department in
writing who will pass it on to the caretaker (Mick Garwood).

Accident Reporting: Contact the school office and complete the relevant details in
                    the Accident Book.
First Aid:          Contact the school office and complete the relevant details in
                    the Accident Book.

In the Staffroom you will find a photocopier, a telephone and computers. You may use
these for your work. Find out details of passwords, etc. from the ICT technicians. The
room also contains a microwave, fridge, hot water heater and tea/coffee facilities.
Please keep this room tidy. The Staffroom is fitted with a coded lock which is in use
after 5pm.

These are the main means of communication and must be checked regularly – several
times each day and always at the start of the day. Keep them clear – they are not filing

Check notice boards for trips, students out, CPD etc.

You will find all appropriate forms and paperwork in the Staffroom area and
electronically on the school network. If in doubt please ask colleagues.

Your Head of Department will provide information about reprographics. For example:
 Using the photocopier – digital code, paper etc
 How to get things duplicated / reproduced / cost etc.

                                       PAGE 7

                                    SEPTEMBER 2004

When you are organizing an event/trip etc, the money must be handed into the Finance
Office BY THE STUDENT with appropriate details. If money or valuables are left in
the safe, make sure you leave them in a sealed and secure envelope clearly marked with
your name and the details on it. DO NOT LEAVE ANY MONEY OR PERSONAL ITEMS

- Telephone the school BEFORE 7.45am (020 8502 4173)
- If at all possible, you should set work and phone it into the office (020 85080404)
  8.30-9.00am or e-mail the work to
- Complete an absence slip for self-certification if you have been away for no more
  than 5 working days and return this to the Finance office.

If you are out on a course or trip, set work and leave it with your Head of Department
or pinned to the relevant section on the staffroom notice board.

A fair system is operated and the chances are that you may be allocated cover.
ALWAYS check the cover board in the staffroom each morning before registration.
What to do:
 identify where/what you’re covering
 ask and make sure you know where you are going
 collect work from the subject area/Head of Department/staffroom notice board

 Assemblies are organised on a year basis. The Assemblies timetable is published in
  the staffroom and distributed to all tutor groups.
 The Staff Weekly Bulletin contains important information – please make sure you
  read it and take note of any items that are relevant to you.
 The Daily Bulletin contains important information for both staff and students –
  please make sure you read notices to students.
 Staff Briefing starts promptly at 08.25 in the Staff Room. You are required to
  attend unless you are on duty at this time. Briefing is on Tuesday.
 Check you pigeon hole regularly: reply to things straight away or else you will forget!

You should receive a copy of the School Calendar. Make a note of important dates in
your planner/calendar/diary for reference later. The calendar is also available on the
school network.

The Librarian is always ready to help and advise on books and other resources. Follow
the procedures for sending students to the library. See handbook.

                                       PAGE 8

                                    SEPTEMBER 2004
                      DAVENANT FOUNDATION SCHOOL

Lists and areas are posted up in the Staff Room. You are part of a team so arrive
promptly. Ensure that you know who your team leader is and that they know you! Use
your map to identify the area you monitor during the day. If you know you are going to
be unavailable on your duty day it is your responsibility to make arrangements for your
duty to be covered. See handbook for detailed instructions.

These will vary in format, formality and focus (for more information see the school

These vary from large gatherings to informal gatherings. See the school calendar and
put these in your diary / planner.

A regular feature at Davenant Foundation School is the sharing of good practice of all
staff. You should expect to be observed as a matter of course with your tutor group
and when teaching.

These take place once a year with your line manager. The main review takes place
between September-October with an interim review in February - March. A classroom
observation will take place during the year. The purpose is to set targets and identify
training needs.

 It is always a courtesy to students, parents/carers and colleagues if you dress in a
  style that THEY expect.
 In general you should dress as a professional and remember that you are a role model
  for students, staff and other colleagues.
 Remember that visitors, parents and students all have certain expectations about the
  way we dress.
 Your clothing should be suitably correct, smart, clean and appropriate to your
 Do not assume that it is O.K. to wear ‘specialist’ clothing around the school. In
  general it is better to keep specialist clothing for wear in your area of work.

Staff training and development is an important school priority and the school is
committed to developing its staff at all levels. The school is a recognised Investor in

This process includes Parent Consultation Evenings, interim reports and full written
reports. A full briefing document will be supplied to all staff in the Christmas term. See
handbook for further details.

                                        PAGE 9

                                     SEPTEMBER 2004
                      DAVENANT FOUNDATION SCHOOL

The school is a big place at first and it is worth getting to know key people related to
your post and responsibilities. There are certain key support staff that can solve all our
problems. Study the list of SLG responsibilities in the Handbook as well as the basic
information shown on the staff list.

JOAN BROWN              FINANCE AND OFFICE        Based in the office behind reception – runs the
                        MANAGER                   finance and admin teams.
HELEN AYLWARD AND       RECEPTION                 They know everything!
SHIRLEY McGOWAN         ATTENDANCE AND FIRST      Deals with student attendance and admin.
BARBARA BALLARD AND     FINANCE OFFICERS          Deals with all the money! Orders, trips etc
CORINNE                 ADMIN SECRETARY           Deals with set lists, school detention etc
MICHAEL WATSON          STAFF COVER               Deals with staff attendance and admin.
MAUREEN PALMER AND                                Knows about all manner of copying and publishing
KERRY PALMER AND        NETWORK MANAGER,          Knows about computers and computer networks.
SANDRA ARTER AND                                  Know all about learning resources – books, DVDs,
CAROLE MITCHELL         LIBRARIANS                publications etc
SUE LEE                 SPORTS COLLEGE ADMIN      Deals with anything to do with Sports College
JILL KATSIKAS           ASSISTANT TO SENCO        Works with the Learning Support Team
BRENDA DODGSON          ADMISSIONS SECRETARY      Deals with admissions and Governors
MARALYN HOFMANN         EXAMINATIONS              Deals with all external examinations.
MICHAEL GARWOOD         BUILDING SERVICES         Always knows someone who can!

For all the other equally important Support Staff please see the current Staff List in
your Staff Handbook.
Whilst you are learning everybody’s face and name, relax, try to get to know
people and above all – enjoy yourself!!

Make yourself aware of the referral system. Your Head of Department should be the
first point of referral if you are having difficulties with a student. Detailed information
is in the staff handbook.

 You are to supervise if you have given a detention.
 You may give a 15 minute detention on the same day – to finish at 16.00 (Be aware of
  students who need to get buses home.) You should use the Student Planner for
  informing parents/carers.
 For a longer detention, you must give 24 hours notice to parents. This involves
  sending a letter for the attention of the parent/carer. (Speak to your Head of
  Department for details of how your team manages this).
 Only in exceptional circumstances would you keep a whole class at the end of the day;
   always focus sanctions on guilty students.

                                       PAGE 10

                                     SEPTEMBER 2004
                      DAVENANT FOUNDATION SCHOOL

   You MUST inform the Office of the detention in case parents/carers are
    concerned because their child has not arrived home.
   Incidents that take place at break or lunch time which require a detention should
    be entered into the School detention book (found behind the reception desk). These
    detentions will take place on the next Tuesday.

During each period of the day there is a Senior or Middle Manager designated as ‘On
Call’. This person is available to deal with emergency situations which cannot be dealt
with by the class teacher or Head of Department.

You can call for such assistance as follows:
  If you are teaching send a reliable student to reception with a message or phone
    200/201 on an internal phone to get through to reception and ask for the person
    ‘On-Call’ to be sent to the room concerned. At no time leave your class

Remember that this is a ‘last resort’ measure which should only be used in case of a
health & safety risk or serious situation. The ‘On Call’ person will assist with the
situation and file a report in the school office. You should also give a written report of
the incident to your Head of Department and discuss possible sanctions to be imposed.
This information is monitored by Head of Years and the Senior Leadership Group.
The ‘On-Call’ system is designed to assist with the smooth running of the school
and any problems with it should be reported to your Head of Department

   All staff, whatever their function in the school, are to uphold the aims and ethos of
    the school
   All staff must take responsibility for ensuring that a high quality education is
    provided for all students.
   All staff are required to set high standards, to be firm, fair, positive, to exercise
    their duty of ‘care and responsibility’ for all students at all times and to uphold and
    implement the school code of conduct.
   All teaching staff are to prioritise raising achievement for all students in the
    classroom and around the school. At classroom level this means all lessons are
    carefully planned. It also means careful supervision of students, helping and
    supporting their learning in all lessons.
   All staff are required to be good role-models for students in attendance,
    punctuality, dress and behaviour.
   All staff are to carry out their duties, supervision in Assemblies, at break-time,
    lunchtime and after school in a pro-active way. This means actively promoting safe,
    sensible, considerate behaviour towards others.
   All teaching staff are to set and mark homework and follow all procedures set out in
    the staff handbook.

                                       PAGE 11

                                     SEPTEMBER 2004
                      DAVENANT FOUNDATION SCHOOL

   All staff are to consistently challenge inappropriate behaviour in all areas of the
    school. This should be done in a way which is not confrontational but positive and
   All staff are to accept individual responsibility for their part in implementing the
    School and Departmental Development Plans.
   All staff are expected to arrive on time, every day.
   Form tutors are to leave the staffroom by 08.30 to arrive at their tutor group room
    on time to call the register.

Staff must not become involved in over-familiar relationships with students, whatever
their age. This would be construed by the Governing Body as professional misconduct.
To avoid accusation and misunderstanding, colleagues should avoid spending time alone
with individual students in school. If this cannot be avoided, ensure you are in a room
which is overlooked and/or with the door open. Colleagues should not spend time alone
with individual students socially.
Staff must also not place themselves in a position where they could be seen to be
condoning illegal activity. The most common occurrence of this is in pubs – if students
who are under age are drinking, staff must make every effort to distance themselves,
including leaving the pub if the drinking continues.

Each teacher will have high expectations of all students. This means establishing
standards of acceptable behaviour from an atmosphere conducive to learning:
 Arrive at lessons and tutorials on time.
 Aim for a productive start to lessons / tutorials - have a starter activity that
    students can begin as soon as they arrive.
 Expect students to arrive on time. Punish them if they are persistently late, i.e.
    twice for registration.
   Do take a register of each lesson or tutorial.
   Do use a student-seating plan.
   Do be proactive in rewarding good behaviour and work. (Use the structure of
    rewards detailed in the behaviour policy, including verbal affirmation, credits, and
    commendation stickers, group rewards, etc.).
   Do punish poor behaviour. (Follow the structure of discipline in the behaviour policy.
    Use reminders, a warning and then punish. Staying behind at end of lesson, short 15-
    minute detentions, loss of social time are appropriate punishments. Students who
    are continually disruptive may be withdrawn to the Head of Department’s classroom,
    or in extreme circumstances, (for example when health & safety are at risk), contact
    the school reception (extension 200), or send a student there to request a formal
    withdrawal. You should then fill in a written report and hand it to the Head of
    Department asap. Withdrawn students should be given work to complete).
   Do follow up poor behaviour. In the first instance, the subject teacher must follow
    up poor behaviour, even if a student has been removed. Heads of Department are
    responsible for monitoring behaviour in their department and providing appropriate
    support and guidance.
   Do dismiss students row by row.
   Do ensure that windows and doors are locked when you leave.

                                       PAGE 12

                                     SEPTEMBER 2004
                      DAVENANT FOUNDATION SCHOOL

   Don’t shout, do avoid confrontations.
   Don’t allow students to leave the classroom. In an emergency, provide the student
    with a dated note or card to explain why he/she is out of class.
   Don’t allow students to leave before the bell at the end of lessons.

FORM TUTORS - Are responsible for the pastoral social, academic welfare of
students within their charge. Each teacher will:
(i) Actively implement all aspects of whole school policies; respond to and deal with
      incidents of attendance, lateness, bullying, and school uniform through contact with
      parents/carers by phone, letter, student planner or appointment.
(ii) Refer incidents to the Head of Year when they have been unsuccessful in dealing
      with them.
(iii) When your tutor group is on chair / litter duty, inform/remind them.

1. The Attendance Officer will supply Head’s of Year with attendance & punctuality
   figures for each tutor group.
2. Head’s of Year should monitor the performance of each tutor group and distribute
   the information to their teams, flagging up poor punctuality or attendance.
3. Form Tutors must ensure that absences are followed up daily when notes or
   telephone messages are received. This will mean asking students for notes, but may
   also involve a phone call home.
4. Form Tutors should praise and reward students in their tutor groups for punctuality
   & good attendance, but punish students for lateness. The expectation is that a
   punishment is triggered if students are late more than twice in a week. Tutors
   should inform parents and Head’s of Year of persistent lateness.
5. Head’s of Year should support their teams in this respect by continuing to publicly
   reward good punctuality, attendance and behaviour and by holding year detentions
   for persistent offenders and for students who are rude or uncooperative with their
   tutors. Head’s of Year should also liaise with the parents/carers of persistent

It is the duty and responsibility of every member of staff to make sure they understand
and actively implement all aspects of each whole school policy. This means
implementation at class-room level, department level and whole school level.


 The respect of their teachers
 A worthwhile curriculum with well planned lessons
 That their work will be marked regularly

                                       PAGE 13

                                     SEPTEMBER 2004
                      DAVENANT FOUNDATION SCHOOL

   To be treated fairly
   To negotiate and choose some activities
   To take part in some aspects of decision making

 The respect of their students
 That students will obey all reasonable instructions
 Students will be prepared for lessons
 Regular attendance and punctuality
 Correct uniform to be worn
 Students will complete homework
 School rules to be followed

 To ensure that the quality of teaching in the school is of a high standard and
  promotes effective learning.
 To enable all students, whatever their ability or background, to make the best
  possible progress in acquiring knowledge, understanding and essential skills,
  undertaken in partnership with the teaching staff.
 To offer all students the chance to experience achievement and to develop attitudes
  to learning which will prepare them for the opportunities and responsibilities of adult

 Lessons should reflect both whole school and departmental team aims and enable
  students to receive their statutory curriculum entitlement through clear links with
  NC, programmes of study.
 Lessons should be effectively organised and fully supported by assessment, recording
  and reporting.
 Lessons should encompass a variety of teaching approaches and strategies
  appropriate to the task, including:
  Whole class teaching                Pair / group work              Independent work
  Role play / simulation              Oral work                      Activities / games
  Using local / distant environment
 Students should be aware of the reasons for what they are doing in a lesson, targets
  that have been set, and how their work will be assessed.
 Students should be encouraged to become independent learners and to investigate
  for themselves by eg use of the library, Internet and Intranet and to evaluate what
  they find out.
 Students should continue to develop cross-curricular skills, such as literacy, language,
  numeracy and ICT skills.
 Students should be given appropriate responsibility for elements of their learning
 Teacher expectations of students should always be high. Students should be treated
  as equal partners in the learning process and should not be discriminated against or
  subjected to stereotyping on the grounds of gender, ethnicity or learning ability.

                                       PAGE 14

                                     SEPTEMBER 2004

 Learning experiences should be differentiated to meet the needs of all students,
  including the gifted and talented.
 Provision should be made for students with Special Educational Needs in accordance
  with the Code of Practice and the School’s Special Needs Policy.
 The needs of Bilingual English Learners should be met through appropriate planning
  and preparation.
 Classwork and homework should be marked according to the School Marking Policy –
  (see Marking Policy).
 Homework should be set according to the School Homework Policy – (see Homework
 Teaching environments should be attractive, stimulating and well organised, and
  should celebrate student achievement.
 Teachers should reward and discipline students within the context of the classroom
  in line with the Whole School Policy on Rewards and Sanctions.
 Both teachers and students should have the opportunity to evaluate the success of a
  learning activity.
 All teaching and learning will be monitored and evaluated according to the procedures
  and timetable within the School Monitoring Policy.

                              CLASSROOM PRACTICES

Take a register EVERY LESSON. If any patterns of absence or significant absences
occur, inform the Form Tutor. Also handy for disproving homework excuses – ‘I wasn’t
here then.’

If using text books … record the number of the text book against the student’s name
either using your planner. Write the Form and Tutor against each student’s name.

Only give out new exercise books when the old one is EVIDENTLY full! If they lose
their book a new one is charged for (see Head of Department).

At the end of the lesson/day, update you lesson planner. What you have done may not
always be the same as what you had planned! This will help lesson planning and

                                     PAGE 15

                                   SEPTEMBER 2004

Check medical lists, information about students with hearing/sight difficulties, asthma,
epilepsy etc. Also check folder in the Staff Room/Department Office to identify
students with Statement for Special Educational Needs or who are on an Individual
Educational Programme (IEP). Note these details in your planner for ongoing reference.

Marking Homework – arrange it so that you comply with the Homework timetable and
organise a marking schedule for yourself. See your Head of Department for the Team
Marking Policy for your subject.

When you are teaching students with statements of special education needs, read and
acknowledge reports/notes issued for you, they are intended to help colleagues teaching
that student. Make sure you have IEPs for students with statements. (See Head of
Department or Learning Support Co-ordinator).

The policy for going to the toilet during lesson time is:
 They don’t go unless really necessary – you will soon recognise those with ‘weak
 It is useful to ask them to wait five minutes and ask again if they really need to go –
  often they forget the need.
 ALWAYS send them with a pass/note and on their own – always note the time sent.
 Check the names of students with a medical reason.

Students are allowed to be absent from your lesson to attend instrumental or vocal
tuition. Make a note of the students and make sure they have the work/homework. Be
concerned if they miss out on a regular basis – see the Head of Music.

 Always be familiar with your lesson plan and have the differentiated materials you
  need to hand.
 Insist on removal of outdoor clothing.
 Line students up outside the classroom – control their entry into and out of the room.
 Draw up a seating plan.
 Organise the groups they work/sit in.
 Always expect and work towards silence when you are talking/giving
 Be firm but pleasant – avoid confrontation by speaking to pupils quietly – don’t invade
  their space!
 Read the Behaviour Policy and its appendices (see the Staff Handbook) for guidance
  on behaviour management.

                                      PAGE 16

                                    SEPTEMBER 2004

 It is our policy that students are expected to speak to teachers in a formal style –
  we always insist upon it.
 For a male teacher ‘Sir’ is easy to say and usually causes no difficulty.
 For female teachers Miss, Mrs or Ms is acceptable.
 Never try to blur the boundaries of student/teacher relationship by using /
  accepting casual forms of address.
 When talking with students, we use first names. If the student prefers a shortened
  form, this is acceptable and should not cause offence.
 Tell students your name when you meet them for the first time. Write it on the

                             CLASSROOM MANAGEMENT

Read the Behaviour Policy in the Staff Handbook. This gives clear advice about the kind
of affirmative culture that we that seek to nurture and our system of rewards and
sanctions. As with all school policies, all staff are expected to implement this policy.
Guidelines to help you in this include:

1. Arrive in the classroom before the students and be at the door to supervise their
   entry to the room, and their behaviour in the corridors or stairwells.
2. The lesson must have a clear purpose and learning objectives that the students must
3. The lesson should have a clear beginning, middle and end, with a smooth transition
   from one activity to another.

     STARTER &              Oral / mental starter as students arrive. Lesson
     INTRODUCTION           objectives are outlined & links with previous
                            lesson/work made. Distribution of marked work.
     THE MAIN               Tasks: addressing the 5 dimensions of learning, as
     LEARNING               appropriate (acquiring knowledge and understanding,
     ACTIVITES              developing skills, drawing on experience, increasing
                            confidence and independence, encouraging self
     PLENARY &              Recap. Assess what learning has taken place, set
     ASSESSMENT             the scene for the next lesson. Reinforce homework
                            tasks according to the homework timetable

4. Students must know what they are doing, how they are to do it and by when they are
   to complete the tasks
There should be:
 Clear explanation/exposition via OHP, board, sheet of instructions etc
 Good pacing
 A re-focusing of students during lesson
 Homework to complement classwork, not simply to finish what should have been done
   in the lesson. It must be given at an appropriate time during the lesson, not when the
   bell goes.

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                                    SEPTEMBER 2004

5.       Managing Space:
 Consider the organisation of the furniture, does it hinder or assist the learning
   activity? Does it stop the teacher from moving around the class? Can all students
   see the teacher/OHP/ screen/monitor easily?
 Do students know where to find resources/equipment in the classroom?
 Move around the room to ensure that you are aware of what is going on in each part
   of the room.
 Decide whether the teacher goes to the students or vice-versa. This reinforces the
   notion of what kinds of student behaviour are expected in each type of
6.       Managing Resources:
 Make sure all the resources needed for the lesson are ready and available at the
   start and that they cater for the different backgrounds, abilities, learning needs of
   individual students.
 Are the resources always the same ones? Are there any alternatives?
 Check which students have exercise books and challenge and note those who have
   failed to bring them.
 Make sure a few basic items of equipment are available to loan eg, pens, pencils,
   rulers and are counted in at the end of the lesson.
 Remember the students are an important resource; value and use them.
7.       Managing Time:
 Pace the activities through the lesson and ensure that students are actively engaged
   in each task.
 Give students a clear idea of how long they should spend on a particular task. Make
   sure they are challenged.
 Be aware of what the rest of the class is doing when working with a group
 Consider when whole class teaching is effective to avoid the waiter/waitress
   syndrome where the teacher is explaining tasks over again and supplying the answers.
 Devise and jointly plan strategies to ensure that support teacher time is used
8.       Managing Behaviour:
 Read the Behaviour Policy in the Staff Handbook.
 Manage students to minimise the likelihood of disruption, eg, seating plan, and
   separation of disruptive students. If practical and necessary, ensure some students
   sit alone.
 Intervene as quietly as possible and at the earliest opportunity if an individual or
   group is beginning to exhibit inappropriate behaviour.
 Keep reprimands brief and give clear directives with no backtracking. Where
   possible deal with the individual or group at the end of the lesson. Be aware of the
   range of sanctions that you can employ. (See Behaviour Policy)
 Students should not be left unsupervised outside classrooms. If a student is sent
   out of the lesson, it should be in order to defuse a possible confrontation. The
   student should be dealt with as soon as the rest of the class is settled and re-
   introduced into the classroom.
 Teachers should in the first instance use their agreed departmental procedures for
   dealing with persistently disruptive students.
 Where students are well-behaved – do not spoon feed. The aim is to make students
   responsible for their own learning.

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                                    SEPTEMBER 2004
                      DAVENANT FOUNDATION SCHOOL


Classroom Layout:
 Furniture – is it all necessary?
 Working areas – is the space sufficient for everyone to work in comfort?
 Storage facilities – are these adequate/accessible – are they well labelled?
 Is the television/computer appropriately positioned?
 Is there sufficient fresh air and lighting?
Organisation of Work:
 Are the students responsible for their own work?
 Do they know what to do next when one piece of work is finished?
 Do they know where to put finished work?
 Do they know where to seek help? Perhaps the teacher need not be the first point
    of contact; consider classroom assistants, other students and other adults as
    possible alternatives.

 Are the children whose work is being displayed actually involved in the display
 Do they mount their own work?
 Does the display indicate what happened? Does it tell us something about the
    process involved in creating the product?

Potential Time Wasters:
   Giving back work                           Requests for words/spellings
   Allocating work to groups                  Finding mislaid items
   Dealing with the register                  Sharpening pencils
   Queues / lining up                         Disruptive behaviour
   Interruptions                              Messages
   Toilet requests                            Accidents / mopping up / wasps

                      HOMEWORK & PRESENTATION OF WORK

-   To encourage students to develop as individual and independent learners.
-   To provide an opportunity for students to develop their research and study skills.
-   To provide an opportunity for students to experience and use alternative sources of
    information (eg, newspapers, TV programmes, library resources, INTERNET).
-   To add another dimension to classwork.
-   To allow students to work at tasks appropriate to their needs and their own pace, and
    be both stimulated and challenged.
-   To provide an opportunity for parents/cares to be involved in the learning
-   To extend and supplement the time available for coverage of schemes of work.
-   To provide an opportunity for regular formative assessment to take place.

                                       PAGE 19

                                     SEPTEMBER 2004
                      DAVENANT FOUNDATION SCHOOL

-   Homework should be set regularly according to the homework timetable for each
    year group.
-   Homework should cater for the whole ability range.
-   Homework should encompass a variety of activities including research, reading and
-   Homework should be clearly linked to the content of a lesson and given at an
    appropriate point.
-   Homework should be recorded in students’ planners.
-   Homework should be clearly labelled in exercise books and marked regularly.

-   All work done by students should contribute to the raising of individual achievement
    and self esteem.
-   All written work by students should contribute to the development of individual
    language and communication skills, as well as self-discipline.

-   All work should have a heading/title, be dated on the right hand side, and should be
    underlined using a ruler.
-   All work should be clearly labelled classwork or homework.
-   All work should be done in blue or black ink, and drawings/ diagrams in pencil.
-   Mistakes should be crossed out with a single diagonal line using a ruler.
-   Completed work should have a line drawn under it and the next piece of work should
    follow on.
-   There should be no graffiti inside or outside exercise books or folders.

                                       PAGE 20

                                    SEPTEMBER 2004

                         CHILD PROTECTION PROCEDURES

 Any adult, staff or parent helper could be approached by a student needing
  help/guidance. Likewise any adult may be in a position to notice or be concerned
  about physical or sexual abuse or neglect occurring in the school, or to a student of
  the school at home or outside. They must report the matter immediately to the
  designated teacher for child protection, Miss Heaphy (Deputy Head). In the
  absence of the Miss Heaphy the report should be made to Mr Seward or Mr Taylor.
 If the allegation involves the designated teacher the report should be made to the
  Headteacher. If the allegation involves the Headteacher the report should be made
  to the Head of Education Welfare Service at County Hall.
 Never promise total confidentiality and always inform the student that some people
  need to be told in order to protect children in the future.
 Allow the student to talk freely. Limit any questions to a minimum. Seek only to
  clarify and strictly avoid leading the student or adult who has approached them by
  making suggestions or asking questions that introduce their own ideas about what may
  have happened. (Do not ask questions like "Did he do X to you?" use instead a
  minimum number of questions of the "tell me what has happened" type).
 Stop asking any more questions as soon as the student or adult has disclosed
  that he/she believes that something abusive has happened to him/her or to
  someone else       Failure to observe this could jeopardise possible police action
  against the alleged offender
 Ask the informing student what steps they would like taken to protect him/her now
  that he/she has made an allegation and assure him/her that the school will try to
  follow his/her wishes BUT within the constraints of the guide-lines.
 Refer the matter immediately, with all relevant details, to the Designated Teacher
  who in turn must refer to Social Services.
 If an adult is referring/making an allegation you may feel it appropriate to stop the
  adult and suggest referral to the Designated Teacher to avoid repetition of the
 Make a written record as soon as possible, (including dates, times, names of those
  present, circumstances). Always keep it precise, clear and make the distinction
  between fact and opinion. Make a copy of this available to the Designated Teacher or
  the Headteacher and the Social Worker.
 Do not inform the parent prior to discussing with the Designated Teacher. School
  staff must be aware that they should not investigate reports of physical/sexual
  abuse themselves. Alleged victims, perpetrators, those reporting abuse and others
  involved should not be interviewed by school staff beyond the point at which it is
  clear that there is an allegation of abuse.
 All records relating to Child Protection are kept in a secure place and may be
  accessed only via the designated teacher or the Headteacher.

                                     PAGE 21

                                   SEPTEMBER 2004

     AS / A2       The component parts of A-level
     SSI           Specialist School’s Initiative
     DfES          Department for Education and Skills
     EO            Equal Opportunities
     EWO           Education Welfare Officer
     GCSE          General Certificate of Secondary Education
     GNVQ          General National Vocational Qualification
     H & S         Health & Safety
     ECC           Essex County Council
     KS            Key Stage (KS3 for years 7 – 9)
                                (KS4 for years 10 & 11)
                                (KS5 for post 16)
     HMI           Her Majesty’s Inspectors
     HoD           Head of Department
     HoY           Head of Year
     ARR           Assessment, Recording & Reporting
     ICT           Information Communication Technology
     IEPs          Individual Education Plan
     INSET         In Service Education & Training
     IIP           Investors in People
     ITT           Initial Teacher Training
     LEA           Local Education Authority
     NC               National Curriculum
     NLS              National Literacy Strategy
     NNS              National Numeracy Strategy
     NQT              Newly Qualified Teacher
     OFSTED           Office for Standards in Education
     OHP              Overhead Projector
     OHT              Overhead Transparency
     PSP              Pastoral Support Programme
     PSHE             Personal, Social, Health Education
     SATs             Standard Assessment Tests
     SDP              School Development Plan
     SEN              Special Educational Needs
     SENCO            Special Educational Needs Co-ordinator
     SLG              Senior Leadership Group
     SMSC             Social, moral, spiritual & cultural education

                                 PAGE 22

                               SEPTEMBER 2004
                            DAVENANT FOUNDATION SCHOOL

Date                                Induction Topic                                         Initials
08.09.04                            NQT Portfolio                                           TAH
15.09.04                            Updating Career Entry Profile                           TAH
22.09.04                            Conditions of Pay and Contracts                         CJS/JIB
29.09.04                            TBA                                                     TAH
06.10.04                            Meeting Parents                                         TAH

13.10.04                            INDUCTION DAY for ITT's - Behaviour Management          BWC
20.10.04                            Teaching and Learning                                   EH
03.11.04                            Inclusion - SEN (Register Learning Difficulties)        MF
                                    Inclusion - Raising Standards - Gifted and Talented
10.11.04                            Differentiation                                         MF/DLL
17.11.04                            Key Stage 3 Strategy                                    EH
                                    Assessment for Learning - Marking, Record Keeping +
24.11.04                            Target Setting                                          EH/TB
01.12.04                            The Role of the Form Tutor - Year 7 Induction           SDY/PE
08.12.04                            Classroom Management                                    DC
15.12.04                            Stress Management - Use of Planner                      SBn/RV
05.01.05                            NQT Review                                              TAH
12.01.05                            INDUCTION DAY 2 - ITT's 14-19 Curriculum                MQ
19.01.05                            Inclusion - EAL                                         Pru Reynolds
26.01.05                            Assessment - Examinations - Feedback to Parents         DJP
02.02.05                            Child Protection - Role of other Professionals          EH
09.02.05                            Key Stage 2-3 Transition                                EH
16.02.05                            Jobs and Interviews                                     CJS
02.03.05                            Literacy Strategy                                       GE
09.03.05                            Numeracy Strategy                                       JG
16.03.05                            Meeting Parents                                         TAH
23.03.05                            Citizenship and PSHE                                    EH
30.03.05                            ICT in the Classroom                                    PS
06.04.05                            Schemes of Work                                         JB
27.04.05                            Data Analysis and Target Setting                        DJP
04.05.05                            Careers and Vocational Education                        JCB
11.05.05                            Home School Links - Preparing an Assembly               RT
18.05.05                            Thinking Skills and Multiple Intelligences              MF
25.05.05                            Organising School Trips/Visits                          TAH/JEB
08.06.05                            Specialist School Status/Role of Governing Body         DHO/SDY
15.06.05                            Davenant as a Christian Foundation School               ME
22.06.05                            Health and Safety and Professional STC Associations     JEB/PJM

At some point in the year I will arrange an outside speaker to deliver a twilight session
on voice production and voice projection.

                                                    PAGE 23

                                                SEPTEMBER 2004

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        SEPTEMBER 2004

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